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What is Gifted? Traditional Definition Traditional Definition –IQ > 130 Top 2.2% of Population Top 2.2% of Population –Superior mental ability requiring.

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Presentation on theme: "What is Gifted? Traditional Definition Traditional Definition –IQ > 130 Top 2.2% of Population Top 2.2% of Population –Superior mental ability requiring."— Presentation transcript:

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2 What is Gifted? Traditional Definition Traditional Definition –IQ > 130 Top 2.2% of Population Top 2.2% of Population –Superior mental ability requiring differentiated instruction/curriculum Problems Problems –IQ testing culturally biased, difficult/costly to administer –More expansive definition needed to provide services for children who may not fit into traditional idea of giftedness

3 What is Gifted? Contemporary Definitions Contemporary Definitions –Gardners Multiple Intelligences Verbal-linguistic Verbal-linguistic Logical-mathematical Logical-mathematical Naturalistic Naturalistic Visual-spatial Visual-spatial Body-kinesthetic Body-kinesthetic Auditory-musical Auditory-musical Interpersonal Interpersonal Intrapersonal Intrapersonal Proposed – Spiritual, Sexual, Existential Proposed – Spiritual, Sexual, Existential

4 What is Gifted? Contemporary Definitions Contemporary Definitions –Sternbergs Triarchic Theory Analytic Giftedness Analytic Giftedness –Intellectual Abilities/Problem Solving Synthetic Giftedness Synthetic Giftedness –Creativity/Insightfulness/Intuition Practical Giftedness Practical Giftedness –Applying above to everyday situations Currently no national standard, definitions vary from state to state Currently no national standard, definitions vary from state to state

5 Some Characteristics of Young Gifted Children Language development Language development Reading ability Reading ability Subtle/mature sense of humor Subtle/mature sense of humor Sense of justice/fairness Sense of justice/fairness –Difficulty understanding responses of age peers Intense immersion in one subject of interest Intense immersion in one subject of interest

6 Some Characteristics of Young Gifted Children Highly creative fantasies Highly creative fantasies –Imaginary friends, worlds described in detail Independent, prefers individual work Independent, prefers individual work Transfers concepts learned to new situations Transfers concepts learned to new situations Interest in abstract concepts (time, space) Interest in abstract concepts (time, space) Interest in cause and effect relationships Interest in cause and effect relationships Quick-developing, wide knowledge base Quick-developing, wide knowledge base Strong memory, cognitive strategies Strong memory, cognitive strategies

7 Other Characteristics of the Gifted First-borns and only children more likely to be identified as gifted, as are children of gifted parents First-borns and only children more likely to be identified as gifted, as are children of gifted parents Visual-spatial learners more prevalent among gifted population than auditory-sequential Visual-spatial learners more prevalent among gifted population than auditory-sequential Approx. 1/6 of gifted children have some sort of co-morbid learning disability Approx. 1/6 of gifted children have some sort of co-morbid learning disability –ie. Dyslexia, ADHD, Central Auditory Processing Disorder –Giftedness can mask these disorders and depress IQ scores, making identification difficult

8 Other Characteristics of the Gifted More likely to be introverted than general population More likely to be introverted than general population Asynchronous development Asynchronous development –May be advanced in one or more areas and behind in another Often seen in social situations, for example Often seen in social situations, for example Exacerbated by heightened emotional intensity often found in gifted children Exacerbated by heightened emotional intensity often found in gifted children Csikszentmihalyis Flow Theory Csikszentmihalyis Flow Theory Synesthesia Synesthesia

9 Other Characteristics of the Gifted Dabrowskis Theory of Positive Disintegration Dabrowskis Theory of Positive Disintegration –Overexcitabilites Psychomotor Psychomotor –Often diagnosed as ADHD Sensory Sensory Imaginational Imaginational Emotional Emotional Intellectual Intellectual –Too creative for IQ tests

10 Too Creative for IQ Tests What do the numbers 37 and 127 have in common? What do the numbers 37 and 127 have in common? –1 point answers Both contain/end in 7 Both contain/end in 7 Both odd numbers Both odd numbers Both greater than ## Both greater than ## –2 point answer Both prime numbers Both prime numbers –Gifted childs answer Both have digits that add to 10 Both have digits that add to 10

11 Difficulties for Gifted Children/Adolescents Perfectionism Perfectionism Isolation Isolation Underachievement Underachievement –vs. Selective Achievement Impostor Syndrome Impostor Syndrome Masking Abilities Masking Abilities Delinquency Delinquency Depression Depression Anxiety Anxiety Suicide Suicide

12 Specific Populations of Gifted Children Gifted Females Gifted Females –Pressure to pursue traditionally female occupations Nursing, teaching, etc. Nursing, teaching, etc. –Discouraged from interest in math and science –Receive less feedback and called on less often in classroom settings –More likely to conceal intelligence to attract attention of boys

13 Specific Populations of Gifted Children Gifted Males Gifted Males –Pressure to participate in traditionally male activities –Discouraged from being emotional, sensitive –Must reconcile their own identity with societal norms concerning gender

14 Specific Populations of Gifted Children Gifted African-American Students Gifted African-American Students –Acting White –Nigrescence Theory Pre-encounter Pre-encounter Encounter Encounter Immersion Immersion Internalization Internalization Commitment Commitment –Different Learning Styles –Lack of role models –Lack of peers from similar backgrounds –External pressure

15 Specific Populations of Gifted Children Gifted Hispanic Students Gifted Hispanic Students –Underrepresented in gifted programs –Assessment tools often culturally biased –Teachers less likely to refer for gifted testing –Mismatch in learning/teaching styles –Acting White –Stereotype threat Any minority group Any minority group

16 Specific Populations of Gifted Children Highly creative individuals Highly creative individuals –Psychologically vulnerable –Difficult for schools to meet creative needs –Strong feelings of isolation –Susceptible to mood disorders –More likely to attempt suicide

17 Specific Populations of Gifted Children Gifted/LD Children Gifted/LD Children –Twice Exceptional –Giftedness masking LD –Biggest problem is assessment –Success found in programs that emphasize talents and development of compensatory skills; students tend to behave more like gifted students and focus less on disability

18 Specific Populations of Gifted Children Gifted/ADHD Children Gifted/ADHD Children –Strong overlap with high creativity –Misidentification/Lack of identification Both as gifted and as ADHD Both as gifted and as ADHD –ADHD medication may temper creativity –Peer Rejection –Family/School Stress

19 Specific Populations of Gifted Children Specific Talents Specific Talents –Musician, athlete, actor, science, math, etc. –Parental/guardian support is crucial –Extracurricular involvement to permit talents to develop Summer programs, speech/debate, model govt, etc. Summer programs, speech/debate, model govt, etc. –Offer role models

20 Interventions/Strategies Classroom Classroom –Curriculum Compacting –Enrichment –Acceleration –Grade Skipping –Teacher Education Referrals & Recognition Referrals & Recognition Curriculum Modifications Curriculum Modifications –Strategies Guided Reading/Viewing Guided Reading/Viewing Alternative Assessments/Projects Alternative Assessments/Projects

21 Example Role Models Dr. Daniel Hale Williams Dr. Daniel Hale Williams –First successful open heart surgery

22 Example Role Models Amalie Noether Amalie Noether –Called by Einstein "the most significant creative mathematical genius thus far produced since the higher education of women began.

23 Example Role Models Dr. Ellen Ochoa Dr. Ellen Ochoa –NASAs first Hispanic female astronaut

24 Example Role Models Hermione Granger Hermione Granger –Highly successful wizard; muggle parents

25 Interventions/Strategies Gifted Programs Gifted Programs –Enrichment vs. IEP Extracurricular Programs Extracurricular Programs –Governors School Model –Summer/Saturday Programs –Talent Search –Mentoring –Schools for the Gifted –Early Entrance College –Distance Learning Any program that places students with peers of similar ability and interests will be extremely beneficial for social development Any program that places students with peers of similar ability and interests will be extremely beneficial for social development –GHP

26 Interventions/Strategies Parents Parents –Advocacy School and government level School and government level No Child Left Behind No Child Left Behind

27 No Child Left Behind The Football Version All teams must make the state playoffs, and all will win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable. All teams must make the state playoffs, and all will win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable. All kids will be expected to have the same football skills at the same time and in the same conditions. No exceptions will be made for interest in football, a desire to perform athletically, or genetic abilities or disabilities. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL. All kids will be expected to have the same football skills at the same time and in the same conditions. No exceptions will be made for interest in football, a desire to perform athletically, or genetic abilities or disabilities. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL. Talented players will be asked to work out on their own without instruction. Coaches will use all their instructional time with the athletes who aren't interested in football, have limited athletic ability or whose parents don't like football. Talented players will be asked to work out on their own without instruction. Coaches will use all their instructional time with the athletes who aren't interested in football, have limited athletic ability or whose parents don't like football. All coaches will be proficient in all aspects of football, or they will be released. All coaches will be proficient in all aspects of football, or they will be released. Games will be played year round, but statistics will only be kept in the 4th, 8th and 11th games. Games will be played year round, but statistics will only be kept in the 4th, 8th and 11th games. This will create a New Age of sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals. This will create a New Age of sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals.

28 Interventions/Strategies Parents Parents –Advocacy School and government level School and government level No Child Left Behind No Child Left Behind –Active involvement with teachers, coaches, counselors Support school lessons/curriculum at home Support school lessons/curriculum at home –Books, movies, discussion –Participation in extracurriculars –Homeschooling? –Internet support

29 Questions? Me: Me: Danny Hammond Danny Hammond


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